Rebecca Lynn's List: Youth Services

• test scores correlated positively and statistically significantly with staff and collection size; library staff activities related to learning and teaching, information access and delivery, and program administration; and the availability of networked computers, both in the library and elsewhere in the school, that provide access to library catalogs, licensed databases, and the World Wide Web. The cause-and-effect claim associated with these correlations was strengthened by the reliability of the relationships between key library variables (i.e., staffing levels, collection size, spending) and test scores when other school and community conditions were taken into account.
• most consistent predictors of test scores, when all potential predictors were considered, were the prevalence of students from poor households and the level of development of the school library.
• libraries—both public and school—have an important role to play in equalizing access to books and other reading materials for disadvantaged students.

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• ur future challenge is avoiding marginalization. We must determine how we fit into a world that defines an exceptional user experience as memorable, unique, and exquisitely simple. I
• nvironmentalcomplexity" (information overload of sights, sounds, and signs) of the library and how it confused and intimidated users.
• By observing their research practices or engaging them in discussion about the library and how they use it, any librarian can take the first step in the design thinking practice: identifying the problem.
• oal is to engage the people who use our libraries, and connect with them in a personal and memorable way.

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• Replies must be sent directly to the original poster. In other words, if you send a stumper answer to PUBYAC, it will not be delivered
• when a request is made for titles for a bibliography, all answers be sent directly to the original poster.
• disallowed attachments on PUBYAC.

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• This literacy development      is nourished by social interactions with caring adults and exposure to literacy      materials, such as children's storybooks
• Children's skills in reading      and writing develop at the same time and are interrelated rather than sequentia
• Educators can promote children's understanding of      reading and writing by helping them build literacy knowledge and skills through      the use of engaged learning activities.
• the first months through the        second year of life, children's experiences with oral        language development and literacy begin to build a foundation for        later reading success

  • baby storytimes are beneficial. oral language experiences are important.
• Emergent      readers are just beginning to control early reading strategies such as directionality,      word-by-word matching, and concepts      of print. They use pictures to support reading and rely heavily on their      knowledge of language
• At some point during the kindergarten or first grade year, most children        move from emergent literacy into conventional        literacy. This process is gradual.
• Children in this early      reading period also begin to attend to more than one source for cues while reading.      Attention is paid to meaning cues, grammatical cues, and prior knowledge on      a limited basis
• An important transition is when children?s "reading" of stories        changes from sounding like oral language to sounding like written language.
• "The single      most important activity for building the knowledge required for eventual success      in reading is reading aloud to children. This is especially so during the preschool      years" (p. 23). Reading aloud to children helps them develop in four areas      that are important to formal reading instruction: oral      language, cognitive skills, concepts      of print, and phonemic awareness.
• Traditional school-based literacy programs often assume that children?s literacy      concepts are sufficiently developed to match the adult notion of literacy. In      light of what is known about children?s developmental progression, this assumption      may or may not be true when children enter school. To ensure successful reading      experiences, instruction needs to be appropriate to the child?s development.      For example, instruction must take into consideration the child?s concept of      words.

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• 1803 founding of the Bingham Library for Youth in Salisbury, Connecticut, was “the first instance in which a municipal governing body contributed active financial assistance to public library service” (160). Thus a library created specifically for young people was the first public library as the term is currently understood.
• Peterborough Town Library in New Hampshire was founded and became a far more well-known claimant to the “earliest public library” designation. Although the Peterborough library was for residents of all ages, it is interesting to note that more than half of its inaugural collection—approximately 200 books out of 370—was described as “the Juvenile Library.”

• • Funny.
    
• City children soon begin to understand this if they are spoken to pleasantly and sent away without a book till they come back in a fit state to handle it.

  • Funny.
•    6. As soon as a child can read and write he should be allowed to use books.
• A child in school cannot read more than one story book a week without neglecting his work. If he needs another book in connection with his studies he should take it on a school teacher's, or nonfiction card.

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